Hampton Vale Primary Academy SEND Information Report 2020/2021
At Hampton Vale Primary Academy we believe that every child has the right to achieve their full potential. We aim to raise the aspirations of, and expectations for all pupils with Special Educational Needs.
In this report you will find some commonly asked questions about how we fulfil our SEND policy, including how we identify children with SEND and the provision that we put in place to help meet their needs.
We have a dedicated Inclusion team at Hampton Vale Primary Academy. The Inclusion Lead is Amy Wright and the Special Educational Needs Co-ordinator in school is Mrs Lartey. If you have any further questions about SEND then please do not hesitate to come into school to arrange to speak to our Inclusion team or call the school office.
What are special educational needs?
A child has special educational needs or disabilities (SEND) if they have a learning difficulty or disability which means that they find it significantly harder to learn, or to do activities which children the same age are able to do.
These children need extra help or support, or special provision made for them to enable them to access their learning.
The four main areas of SEND; as detailed in the code of practice (2015) are:
Communication and Interaction - this includes children with speech, language and communication needs (SLCN) and those who fall on the autistic spectrum (ASD).
Cognition and Learning - this includes children who demonstrate features of moderate, severe or profound learning difficulties or specific learning difficulties such as dyslexia, dyscalculia and dyspraxia.
Social, Emotional and Mental Health - this includes children who may be withdrawn or isolated, displaying disruptive or disturbing behaviour and underlying mental health difficulties, e.g. anxiety, depression. Other children may have features of hyperactivity, concentration difficulties and/or impulsive behaviours or attachment disorder.
Sensory and/or Physical - this includes children with sensory impairment, visual impairment, hearing impairment or multi sensory impairments and physical difficulties which may require ongoing support and specialist equipment.
Are disabled children also SEN?
The Equality Act (2010) states that a disability is:
'....a physical or mental impairment which has long term and sustainable adverse effect on their ability to carry out normal day to day activities.'
This definition includes sensory impairments such as those affecting sight or hearing and long term health conditions. Children with a disability that impacts on their learning and therefore requires special Educational provision will also be covered by SEND definition.
Our Accessibility Plan is also available on the website. This details how we support disabled children at Hampton Vale Primary academy to participate in the curriculum and take advantage of the education, benefits, facilities and services we offer to all our children.
Who can I contact in school to discuss my child's difficulties with learning, special educational needs or disability?
Please speak to your child/s class teacher if you are concerned about your child or you can speak to the Inclusion Team to make an appointment. You can call the team on 01733 566990 to make an appointment.
If you are concerned your child may have a neurodevelopmental disorder, such as Autism, please ask the Inclusion team for information about the pathway for an assessment made by a medical professional.
What kinds of SEN do we provide for?
We adapt our provision to meet the needs of the children in our school. We are committed to providing quality first teaching so that all children can make good progress within their learning, whatever their starting point.
In addition, we currently provide for children with the following special educational needs:
Specific Learning Difficulties (SpLD) e.g. Dyslexia, Dyspraxia, Dyscalculia
Autistic Spectrum Disorders (ASD)
Social, Emotional and Mental Health Difficulties
Mild to Moderate Learning difficulties
Speech and Language disorders
Global Developmental difficulties
How does the Academy identify if my child has a special educational need?
Hampton Vale Primary Academy follows a graduated approach to identifying SEN. More information on this can be found in our SEND policy.
Pupils with SEND are identified in a variety of different ways, including the following:
Close liaison with pre-schools and or previous school
Rigorous tracking of pupil progress
Concerns raised by Parents/Carers
Concern raised by Teachers/adults within school
Individual assessments in school or by external professionals such an educational therapist, occupational therapists, speech and language therapists or paediatrician.
How will Hampton Vale Primary Academy let me know if my child has a Special Educational Need?
You are the person who knows your child best and we value working in partnership with you. We strongly believe that a partnership approach with parents/carers is the best way to support a pupil's learning and needs.
-Your child's class teacher may contact you to discuss the progress of your child in a specific subject area.
-The class teacher may also talk to you about any issues during parent consultation evenings.
The SENCo, may contact you regarding concerns about your child's learning.
What support is available for my child?
Support is adapted to meet the individual needs of the children at Hampton Vale. Here are some examples of what we currently have in place and will endeavour to continue to provide however some changes or restrictions may need to be applied due to COVID -19 Guidelines.
Communication & Interaction
Weekly visit from the Speech and Language Therapist
Speech and Language Programmes
Oracy expectations embedded throughout normal classroom practice.
Physical and Sensory
Staff trained for specific physical, medical and care needs of individual children.
Support from the Occupational Therapy Service
Support from the Physio
Specialist PE staff provide a broad range of PE activities such as archery, roller skating, scooters, football, tennis.
Soundfield hearing systems in several classrooms
Visits from Teacher of the deaf
Write from the start programme
Sit and move cushions
Cognition and Learning
ICT including access to Ipads with programmes such as FlashAcademy, typing skills and TT rockstars
A Teaching Assistant or Higher Level teaching assistant in every phase.
Explicit approach to teaching
Pre teach groups
Specifically designed curriculum to support retention of knowledge.
Experiences that provide a kinaesthetic approach to enhance and embed understanding.
Story time phonics and additional phonic sessions
Additional resources in class such as: letter mats, word banks, number lines, numicon, etc, coloured overlays.
Support from the Educational Psychologist Service.
Social, Emotional and Mental Health
Pause 4 Thought sessions every day
PSHE Curriculum that includes understanding emotions, Well- being and Mental Health
Citizenship and Ethics
Emotional Literacy Support Assistant (ELSA)
Individual or group sessions with a member of staff trained and experienced in children's mental health and wellbeing.
Support for children and families from the Inclusion Team
Opportunities for pupils to voice their worries either in class or through the worry box.
Playground development to promote collaboration, friendship, kindness and social skills.
Support from External Alternative Approaches Therapist
How will Hampton Vale Primary Academy know that the additional support my child has received has made a difference to their learning and how am I and my child included in this review?
In collaboration with you and your child, the class teacher may create an individual Learning Plan or a Pupil Profile for your child. These follow an Assess - Plan - Do - Review model where we ASSESS your child's strengths and barriers to learning in the four areas of SEND. This allows us to PLAN and set specific outcomes that you want your child to achieve based on their areas of difficulty. We then look at what we need to DO to achieve this and what provision needs to be in place. At the end of the term, or at parents consultations we will meet again to REVIEW the progress made and start the cycle again by assessing what we need to do next.
Your child's progress will also be monitored every term through teacher observations and assessments that help to inform the review process of their Learning Plan.
Where pupils have not made adequate progress the Inclusion Team may decide to ask for more specialised help from external agencies, if not already involved.
You and your child will be kept informed and encouraged to be actively involved in all stages of this plan.
As a parent, we welcome your support and feedback. You can, at any time, arrange a suitable appointment to speak with the Inclusion Team regarding your child's progress.
What is an EHCP?
For children that require a very high level of ongoing support the Academy will apply for an Education, Health and Care plan (“EHC plan”). This is a legal document which describes a child or young person's special educational needs, the support they need, and the outcomes they would like to achieve. It can provide support for a child or young person in education up to the age of 25.
How does Hampton Vale Primary Academy support children with medical conditions?
Pupils at the Academy with medical needs are fully supported so they have full access to education, and enjoy the same opportunities as any other child.
Where children have physical or medical needs, the academy will work collaboratively with parents, carers, healthcare professionals, school nurse and/or our attendance officer, and where necessary will create an individual health care plan to ensure pupil's needs are met.
Further details on this can be found in our ‘supporting children with medical condition policy’.
If you have any concerns regarding support for your child's medical needs please contact the inclusion team.
What are the arrangements for supporting children and young people who are looked after by the Local Authority and have SEN?
Over a third of looked after children have an identified special educational need. Hampton Vale Primary Academy recognises that for looked after children, many of whom may have difficult circumstances to overcome, it is imperative that their needs are quickly and efficiently assessed and provided for so that the effects of any instability on their education is reduced to a minimum.
We liaise closely with the relevant professionals, listen to both the pupil and their carers wishes and support the Local Authority in implementing a Personal Education Plan (PEP) with focused outcomes as part of the child's Care plan. The wellbeing and progress of the child are closely monitored and reported back during PEP meetings to inform future outcomes and support. We also acknowledge the positive impact regular contact between school and carers can have for looked after children. At Hampton Vale we believe it is important to have high aspirations for all children including looked after children and those with special educational needs.
The Designated Teacher for Looked after Children is Helen Daniels.
What is Hampton Vale Primary Academy's approach to teaching children with SEND?
At Hampton Vale we have a fully inclusive ethos. Our curriculum offer is broad and balanced and taught with an explicit and repetitive approach to enhance the retention of knowledge and skills for all children. We provide quality first teaching with a balance of experiences, visual modelling, auditory input and kinaesthetic activities to ensure success for all children.
The SENCO ensures that teachers are aware of pupil's individual needs and advises and supports them to provide the necessary resources and tools to enable these children to access their learning.
How does Hampton Vale Primary Academy ensure teachers and support staff have the expertise and training to support my child's special educational need or disability?
We carry out regular training within the academy in areas such as autism, hearing impairment, speech and language, Mental Health, Epi-pen, first aid, asthma, diabetes. We also invite external specialists in from various areas of SEN, depending on the current needs of the children in school.
How does Hampton Vale evaluate the effectiveness of the provision made for each child with a Special Educational Need or Disability?
All teachers map the provision for children in their class using provision mapping software. The progress of the children targeted through this provision is reviewed every term. This allows them and senior leaders to not only monitor the progress of the children but also evaluate how effective the provision was overall and make any necessary changes going forward.
How will Hampton Vale Primary Academy support the happiness and wellbeing of my child and what measures are taken to prevent bullying?
We believe the academy has a key role in promoting children's positive wellbeing and are developing a range of strategies and approaches including:
Pupil Wellbeing Ambassadors
Early identification of children to staff.
Peer mediation and Peer mentoring
School Council campaigns and assemblies to raise awareness of topical issues such as mental health and bullying.
Transition Programme to secondary schools:
Topic focus - Healthy minds; healthy bodies
Child Buddy Programme for all new children to Hampton Vale Primary Academy. Particular attention to the child’s spoken language and culture to help limit the feelings of isolation through not understanding.
Star of the Week - children nominate their peers based positive work, behaviour or a kind gesture.
Positive postcards sent home from teachers to praise achievements in school
#helloyellow - World Mental Health Day.
#findyourbrave - Children’s Mental Health Week
Wellbeing week – whole school focus on doing things which make us feel good
Through PSHE we teach social and emotional skills that will help children to be more resilient, understand about mental health and be less affected by the stigma of mental health problems.
Our PSHE curriculum includes:
Health and Wellbeing; Understanding, recognising and staying in control of our emotions. #findyour brave, 5 steps to Well Being, understanding Mental health, keeping safe, growing and changing, healthy lifestyles
Relationships; feelings and emotions, valuing difference, positive healthy relationships, acceptable and unacceptable physical contact, growing and changing, difference and similarities, others feelings, stereotypes, discrimination, teasing and bullying.
British Values and Living in the Wider World; looking after the local environment, where money comes from and how to use it, respecting the needs of others, groups and communities we belong to, human rights, anti-social behaviour, cultural practices, British Law and human rights.
The P4T Programme covers topics, events and relevant issues that relate to our students and our community.
The Hampton Vale Values
We have a list of values that are embedded throughout our ethos and link with our anti-bullying and behaviour policies. This is the foundation for how we treat each other across the school; adhered to by students and staff.
What are the arrangements for the admission of Pupils with SEND?
The Local Governing Committee of Hampton Vale Primary Academy applies the regulations on admissions fairly and equally to all those who wish to attend the Academy. We are an inclusive Academy that welcomes children from all backgrounds and abilities. We manage our own admissions for years 1-6, however reception admissions are made through the local authority. The only restriction we place on entry is that of number. If the number of children applying for
entry exceeds the places available, we enforce the procedure set out in our Admissions policy in order to determine whether a child is offered a place or not.
The ability of a child or any special needs (apart from Education Health and Care plans) that they may have, plays no part in the admissions policy of this school, however where a parent has indicated that their child has a special educational need, the inclusion team will meet with the parents and child prior to the start date. This is to ensure we have all the necessary information about the child's needs so appropriate support can be planned and where a transition plan is put in place. We will also seek consent to speak to the child’s previous education provider and where appropriate any external services that were previously working with the child and/or family.
Children with an EHCP will be admitted through the Local Authority consultation process. The school will admit a child with an Education, Health and Care Plan subject to the wishes of their parent. The SENCO will contact parents to discuss a transition plan.
How does the Academy support my child to transition through their education successfully?
The Inclusion Team, class teachers and SLT liaise over the internal transitions of pupils with SEND between year groups. Placements are considered carefully in order to meet individual needs, and pupils visit their new class before transfer. Transitions meetings are held between the child’s current teacher and new teacher with the support of the Inclusion team, the focus of these meetings is to ensure key information about a child’s needs and provision is passed on.
Year 6 children transferring to local Secondary Schools usually have the chance to visit the new school for a day. Representatives from the Secondary Schools may visit to talk with the children.
The Inclusion team and Class teachers will have a transition meeting with the new secondary school SENCO and Yr 7 team. Where appropriate a meeting will also be held with the child and Parents to review the child’s learning plan with a member of staff from the secondary school. Any additional transition visits or plans can then be discussed at this meeting.
For pupils with an Education, Health and Care Plan, the transition process is very similar however begins at the end of Year 5 during the annual review of the EHCP. At this review Outcomes are set that will reflect a transition to Yr 7 and if already known by the parents the child’s current school will attempt to invite the proposed secondary school.
Children starting in Reception that have already been identified as having a special educational need will usually be visited by the inclusion team in their nursery setting. The Inclusion team will liaise with the parents, nursery and any other services working with the child and family as appropriate to identify what support will need to put in place for a smooth transition to school.
What are the arrangements for handling complaints from parents and children with SEND about the provision made at the school?
The academy works, wherever possible, in partnership with parents to ensure a collaborative approach to meeting pupils needs. If a parent or carer has any concerns or complaints regarding the care or welfare of their child, an appointment can be made with a member of the Senior Leadership Team or the school office who will be able to offer advice on formal procedures for complaint if necessary.
All complaints are taken seriously and are heard through the academy's complaints policy and procedure.
What is the Local Offer and where can I find it?
The Children and Families Act (March 2014) requires Local Authorities to. "Publish a local offer, setting out in one place information about provision they expect to be available for children and young people in their area who have special educational needs.
Where else can I get advice and support for my child?
SEND Partnership Service: SEND Partnership Service Offers impartial information, advice and support to parents/carers of and children/young people with Special Educational Needs and Disabilities.
Telephone 01733 863979
SCOPE - Funded separately by the government as a voluntary service to support parents/carers and young people through the assessment process.
Telephone: 07966 994704
What other agencies does Hampton Vale Primary Academy work with to meet the special educational needs of the children and also support families of these children?
Autism Advisory Teaching Service - 01733 864009
Early Years SEN Specialist and Portage Service - 01733 864720
Educational Psychology Service - 01733 863689
Peterborough City Council Statutory Assessment & Monitoring Service (SAMS) -01733 863996 - 01733 863934
SEND Partnership Service - 01733 863979
Sensory (Hearing/Vision) and Physical Support Service (SAPS) - 01733 454460
Child and Adolescent Mental Health Service (CAMHS) - 01733 777939
CHUMS (Peterborough) - 01525 863924
CHUMS Mental Health and Emotional Wellbeing Service for Children and Young People
Emotional Health and Wellbeing Service - 0300 555 50 60 - between 9.30 am and 4.30 pm
Keep Your Head runs a website which is a central point for information on children and young people’s mental health and wellbeing in Cambridgeshire and Peterborough.
Young Minds - mental health support for young people.
Peterborough Integrated Neurodevelopmental Service can provide assessments of autism and Attention Deficit Hyperactivity Disorder (ADHD). 01733 777939
Children's Community Nurses - 01733 847060
This report was updated on Sept 22nd 2020.